摘要：accordance with the rise of Internet technology, the learning management system This research aims to evaluate the Master of Arts Program in Library and Information Science (revised program B.E. 2546), Faculty of Humanities, Srinakharinwirot University. The CIPP Model (Context-Input-Process-Product Model) was used to assess four aspects of this program: context; input; process; and product. The sample groups are eleven committees for the Master of Arts Program in Library and Information Science and sixty-three graduate students from the Twilight Program. The instrument for data collecting is a questionnaire consisting of three parts: multiple choice question, rating scale questions, and open form questions. The statistics for analysis are percentage, arithmetic mean, standard deviation and t-test. The results are as followed. For the context evaluation, both the committees and the students agree that the appropriateness of the program objectives and structure are in a high level. The appropriateness of the course content is in the highest level and high level. The appropriateness of the programûs usefulness to the occupation is in a positively high level. There is no difference between the program committeesû evaluation and the graduate studentsû evaluation. For the course planning in each semester, most of them agree that it is appropriate.For the input evaluation, the standard of the instructorsû educational qualifications and academic titles is 1, which is considered as failing when compare to the criteria of the Office of the Higher Education Commission. For the applicantsû qualifications, both the committees and the students agree that the appropriateness is in the highest level and high. For the teaching facilities, the students think that the classrooms are very appropriate. The computer lab and the computers are average. The audio-visual equipments are positively appropriate. For the process evaluation, the students think that the teaching conditions, i.e. teaching method, teaching equipment and teaching media usage, assignments, evaluation, and assessment, are positively appropriate. The instructorsû personalities are in the highest level. The extracurricular activities are also positively appropriate. For the program management, the committees think that it is clear and appropriate while the students think it is highly appropriate. For the product evaluation, the studentsû self-assessment on cognitive, affective, and psychomotor domain is in a positively high level. Finally, when compare to the evaluating criteria, some issues in the main aspects of the evaluation do not pass the criteria: the course planning of each semester according to studentsû opinion in the context evaluation, and the instructorsû educational qualifications and academic titles, the computer lab and the computers in the input evaluation. Other than that, the rest pass the criteria.
其他摘要：accordance with the rise of Internet technology, the learning management system This research aims to evaluate the Master of Arts Program in Library and Information Science (revised program B.E. 2546), Faculty of Humanities, Srinakharinwirot University. The CIPP Model (Context-Input-Process-Product Model) was used to assess four aspects of this program: context; input; process; and product. The sample groups are eleven committees for the Master of Arts Program in Library and Information Science and sixty-three graduate students from the Twilight Program. The instrument for data collecting is a questionnaire consisting of three parts: multiple choice question, rating scale questions, and open form questions. The statistics for analysis are percentage, arithmetic mean, standard deviation and t-test. The results are as followed. For the context evaluation, both the committees and the students agree that the appropriateness of the program objectives and structure are in a high level. The appropriateness of the course content is in the highest level and high level. The appropriateness of the programûs usefulness to the occupation is in a positively high level. There is no difference between the program committeesû evaluation and the graduate studentsû evaluation. For the course planning in each semester, most of them agree that it is appropriate.For the input evaluation, the standard of the instructorsû educational qualifications and academic titles is 1, which is considered as failing when compare to the criteria of the Office of the Higher Education Commission. For the applicantsû qualifications, both the committees and the students agree that the appropriateness is in the highest level and high. For the teaching facilities, the students think that the classrooms are very appropriate. The computer lab and the computers are average. The audio-visual equipments are positively appropriate. For the process evaluation, the students think that the teaching conditions, i.e. teaching method, teaching equipment and teaching media usage, assignments, evaluation, and assessment, are positively appropriate. The instructorsû personalities are in the highest level. The extracurricular activities are also positively appropriate. For the program management, the committees think that it is clear and appropriate while the students think it is highly appropriate. For the product evaluation, the studentsû self-assessment on cognitive, affective, and psychomotor domain is in a positively high level. Finally, when compare to the evaluating criteria, some issues in the main aspects of the evaluation do not pass the criteria: the course planning of each semester according to studentsû opinion in the context evaluation, and the instructorsû educational qualifications and academic titles, the computer lab and the computers in the input evaluation. Other than that, the rest pass the criteria.
